Reflection on Assistive Tools

 

A reflection on Screen reader and JAWS

In today’s classrooms, inclusivity is not just a policy but a responsibility. With diverse learners present in every classroom including students with visual impairments, learning disabilities, and other challenges assistive technology plays a critical role in making education accessible to all, in this reflection, I explore two powerful; assistive tool Screen Reader/ Read Aloud and JAWS (Job Access with Speech). I analyzed their functionality, strengths, limitations, and appropriateness for inclusive learning environment, supported by relevant literature.

1.Screen Reader/ Read Aloud tools.

Screen Reader/Read aloud is a commonly used tool designed to read digital content aloud. These tools are integrated into browsers, ebooks, learning platforms, and mobile apps. One such example is the read aloud function in Microsoft edge or Google Chrome extension that convert written text into spoken words. From my exploration, I observed that screen readers are not only helpful for students with visual impairments but also for learners with reading difficulties, such as dyslexia. These tools help reduce cognitive load by converting visual information into auditory format, enabling learners to focus on content rather than decoding text (How Do Screen Readers Work: Unveiling the Technology Behind Accessibility, 2024)

One of the biggest advantages of Read Aloud tools is their simplicity. They are often free, require minimal training, and can be used across various devices. However, the effectiveness depends on the quality of the synthetic voice and the user's familiarity with navigating digital platforms. For instance, monotone or robotic voices may cause discomfort or distraction. Moreover, these tools sometimes mispronounce words, particularly in non-English contexts, which can hinder comprehension. In multilingual classrooms like in Bhutan, this can be a limitation unless local language support is integrated.

For inclusive classes, screen readers provide immediate benefits. They allow struggling readers to engage with content independently and help visually impaired learners stay on par with their peers. These tools also promote Universal Design for Learning (UDL) by offering multiple means of content engagement.

JAWS (Job Access with Speech)

JAWS is a more advanced screen reader developed by Freedom Scientific. It is primarily used by individuals who are blind or severely visually impaired. JAWS not only reads text on the screen but also enables full navigation through keyboard commands, offering access to emails, websites, word processors, and more.

JAWS is comprehensive but also complex. It requires extensive training and familiarity with keyboard shortcuts. While exploring this tool, I noticed how powerful it is in making computer tasks fully accessible. Unlike basic screen readers, JAWS offers customized settings, better voice modulation, and faster navigation features.

However, there are significant challenges. First, JAWS is expensive, which may make it inaccessible for students in low-income or rural settings. Second, the learning curve is steep; students and teachers need proper orientation to use it (Talking Tech update: In-built screen reader and magnifier software, n.d.). Despite these barriers, JAWS remains one of the most empowering tools for visually impaired learners when used properly.

According to (Smith, 2025), assistive technology-like JAWS supports inclusive education by enabling learners with visual impairments to access the same content and participate in similar tasks as their peers. It bridges the gap not by lowering the bar but by providing alternative pathways to success. JAWS is highly appropriate in inclusive settings that involve visually impaired learners who need full access to digital content. Its use, however, is justified only when students are trained and when the institution can afford the cost.

Comparative Analysis

When comparing the two tools, it's clear that Read Aloud tools are user-friendly, accessible, and versatile, making them ideal for a wide range of learners in inclusive settings. In contrast, JAWS is more specialized, targeting a specific group of learners but offering deeper functionality. The choice of assistive technology should be contextual—based on the learner’s needs, classroom goals, and resource availability. Teachers must evaluate not only the functionality but also the practicality of using each tool. A tool, no matter how advanced, becomes ineffective if users do not know how to use it or if it’s inaccessible due to cost or language barriers.

Final Thoughts

Exploring these assistive tools deepened my understanding of inclusive education. Assistive technologies like Read Aloud and JAWS are not just supportive devices; they are enablers of equal opportunity and dignity in education. As future educators, we must be mindful of integrating such tools in a way that they empower students, foster independence, and bridge learning gaps.More importantly, these tools remind us that inclusive education is not about making learners fit the system, but about making the system flexible enough to fit all learners.

References

How Do Screen Readers Work: Unveiling the Technology Behind Accessibility. (2024, March 2024). Retrieved from ACCESSIBILTY SPARK: https://accessibilityspark.com/how-do-screen-readers-work/

Smith, A. (2025, May 16). Understanding Assistive Technology: NVDA, JAWS, VoiceOver, and More Explained. Retrieved from AudioEye: https://www.audioeye.com/post/understanding-assistive-technology/

Talking Tech update: In-built screen reader and magnifier software. (n.d.). Retrieved from Vision Australia: https://www.visionaustralia.org/news/2022-01-28/talking-tech-update-built-screen-reader-and-magnifier-software